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A Program Evaluation: The Saturday C.A.T.C.H. Academy

A Program Evaluation: The Saturday C.A.T.C.H. Academy. Jessica Cockroft – EDUC 711: Dr. Sopko. Agenda. What is Peer T utoring? Research behind peer tutoring What is a Program Evaluation? What is the Saturday C.A.T.C.H. Academy? How will I utilize data to evaluate the program?.

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A Program Evaluation: The Saturday C.A.T.C.H. Academy

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  1. A Program Evaluation: The Saturday C.A.T.C.H. Academy Jessica Cockroft – EDUC 711: Dr. Sopko

  2. Agenda • What is Peer Tutoring? • Research behind peer tutoring • What is a Program Evaluation? • What is the Saturday C.A.T.C.H. Academy? • How will I utilize data to evaluate the program?

  3. What is Peer Tutoring? • Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. (Council for Learning Disabilities, 2012) • “…A system of instruction in which learners help each other and learn (themselves) by teaching.” (Goodlad & Hirst, 1989, p.13) Cost-Effective!

  4. Most Frequently Used Peer-Tutoring Programs • Classwide Peer Tutoring (CWPT) • Cross-age Peer Tutoring • Peer Assisted Learning Strategies (PALS) • Reciprocal Peer Tutoring (RPT • Same-age Peer Tutoring***

  5. What does the research say about the benefits of Peer-Tutoring Programs? Academic Benefits • Reading Fluency • Mathematics Improvements Personal/Social Benefits • Self-Esteem • Self-worth, as a result of helping others

  6. Academic Benefits • Sixth-grade tutees made significant improvements in overall oral reading as a result of a 10-step reading intervention conducted by seventh-graders. • Dufrene, Horn, McButt, Olmi, Reisener & Zoder-Martell (2010) • PALS was implemented in ten first-grade classrooms for 16 weeks. This class-wide tutoring approach was responsible for increasing student performance by two percentile points on the Stanford Achievement Test for mathematics. • Fuchs, Fuchs, Powell & Yazdian, 2002

  7. Personal/Social Benefits • A meta-analysis of findings on peer-tutoring programs found that of the 65 analyzed studies, seven studies found that self-concepts were more favorable for students in classrooms with tutoring programs. • Cohen, Kulik & Kulik(1982) • Researches analyzed Pair Reading (PR), an application of peer tutoring, on self-esteem levels amongst elementary-aged students. Significant gains were found for tutors and tutees in the same-aged and cross-aged conditionson the Rosenberg Self-Esteem Scale (RSES). • Miller, Thurston & Topping (2010)

  8. What is a Program Evaluation? • Purpose: Provide the basis for making judgments about the effectiveness of a program • Daniels, Scottt & Sheperis, 2010 • Consumer-Oriented: Students, both mentors and mentees, are the main consumers of the program evaluation • Results are shared with stakeholders • Goal-free Model: provide consumers with an unbiased and complete view of the program through use of data and program testing

  9. What is the Saturday C.A.T.C.H. Academy? • A FREE, 11-week, peer-tutoring program • Meets every Saturday, from 10am-12pm, from January to May • Utilizes high-achieving mentors and supervising teachers to mentor students in need of academic instruction and guidance • Includes all grade levels and all subject areas, including End-of-Grade (EOG) preparation • Provides transportation to accommodate familial needs • An out-of-school component of C.A.T.C.H., implemented and established at Carrington Middle School in Durham, NC in 2010

  10. Incorporating Data to Evaluate the Saturday C.A.T.C.H. Academy • Behavioral Indicators: A specific behavior an individual (program participant) exhibits that may be observed and counted (Daniels et al., 2010) • Attendance Data • Academic Data • Self-Esteem • Opinion Surveys • Give to Students, Teachers, and Tutors

  11. Attendance Data • Students are required to check-in to each Saturday session • Stakeholders will analyze attendance data to: • Determine patterns of attendance • Determine if increased publicity is needed • Determine over or underrepresentation of grade levels

  12. Academic Development& Achievement • Mentors/Mentees monitor academic progress over the 11-weeks • A supervising educator at CMS works with PowerSchool to provide information on grades and missing assignments for students • It is hopeful that grades will improve from 2nd to 4th quarter

  13. Self-Esteem Data • Mentors/Mentees will fill out the Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) before and after the 11-weeks • RSES: • Ten-item scale that analyzes global self-worth by measuring both positive and negative feelings about the self. • A reliable and valid instrument • A self-reporting and self-scoring measure • It is hopeful that both mentors and mentees will show increased levels of self-esteem • Align with research

  14. RSES:

  15. Opinion Surveys • 3 different surveys distributed to: • ALL students and teachers at CMS • Mentors • Created based on research conducted by Boes & Grubbs (2009) • Meant to obtain feedback and determine areas of improvement

  16. Student Survey

  17. Teacher Survey

  18. MentorSurvey

  19. Questions/Comments?Thank you for listening!

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